Daily Lesson Plan

Teacher: Denise Villas Lesson Date: 11/23/2020

Subject: EDU 202 LDC/Unit Title: Chapter 11

CCSS/CLGs/SC Assessment Limits/Standards: (What are the skills being taught? Which Agenda: (What is the snapshot of my class flow?)
standards are being specifically addressed in this lesson?)

Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
11.1 Students will learn from the different types of curricula they experience at school.
11.2 Students will be able to describe the curriculum developments process and factors that influence it.
11.3 Students will be able to describe key features of standards-based education and explain the role of standards in
today’s classrooms.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT

Note: A variety of formative
assessments should be used at key
points throughout the lesson.
Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?)
5 Entrance ticket
min
Warm-up question: How important does curriculum play in the student/teacher’s lives?
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there
10 vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?)
min Form groups of 4: Discuss in groups their warm up answers, ensure they understand
lessons objectives
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge],
30 shared reading, shared writing, discussion, writing process.)
min Chapter lecture; introduce main idea, new vocabulary, students will actively take notes on new
ideas
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student
conferencing, re-teaching or intervention, writing process)
min Strategy groups will be required to assess the main ideas of the chapter, students will
be presenting to the class key points of the chapter
Independent Practice: (individual practice, discussion, writing process.)
min
Cornell notes: What are the pros and cons of having Common Core Standards?
Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?)
min

Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?)
min
Exit ticket:
Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?)

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

Powerpoint

Notes:

Structure Strategies Included in the City School/ Model of Highly Effective Literacy Instruction
Whole Group -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Questioning the Author (QtA) -Question-Answer-Relationships (QAR)
-Text annotation -Think aloud -Think/Pair/Share
Guided -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
Practice/Small group -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences
Independent -Anticipatory guides/sets -Book/author talks -Cornell Notes
-Close Reading -Literature Circles -Questioning the Author (QtA)
Practice -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching
-Strategy groups -Text annotation -Think aloud
-Think/Pair/Share -Writing Conferences